从单向性到整体性：人学观转变与现代教育路向探索

发布时间：2018-05-09 21:43

本文选题：人学观 + 实践　；参考：《东北师范大学》2008年博士论文

【摘要】： 教育现代性危机是现代性危机在教育领域的体现。面对现代教育的危机,改革一直就都在进行。但是各种形形色色的教育改革并没有取得我们满意的效果,现代教育的弊端并没有随着教育改革的进行而有所很大改观。假如改革只是着眼于教育方法或教育内容,教育组织或教育模式等细节问题,则难于取得满意的效果。现代教育问题的深层原因到底在哪里?面对现代教育的困境,必须寻找教育转变的“阿基米德点”,才会有实质性的突破。人是教育的出发点和归宿点,教育是从对人的理解和把握开始的。人学观问题是深深根植于教育理论和实践之中,影响到人的教育观念和教育行为的根本问题,也是影响到教育理论建构与发展的核心问题。当代教育“丛林”式问题都可以归结到教育中对人的看法这个本原问题。因此,在寻找现代教育困境原因,探索改革出路的时候,我们理所当然地把视角投向了教育中的人学观问题,也就是人对自身的理解和把握问题。我们没有局限于诸如课程、教师、管理等表面问题,而是从这个深层次问题入手,去寻找教育现代性危机之根源,并通过重建“人”的整体性观念,探索“整体人”观念视野下教育的发展路向,试图在思想上为现代教育的变革提供一种新的思路。围绕以上研究目的与研究思路,本论文整体论证框架如下: 导论:“人”的观念:教育理论与实践探索的逻辑起点。首先回答了本论文带有前提基础性的问题:教育为什么要认识人?为什么把“人”的观念看作是教育理论与实践探索的逻辑出发点?随之提出了本论文要研究的问题和研究思路,以及理论基础和研究方法。第一章:教育的现代性危机与“人”的观念危机。这一章节主要阐述了教育现代性危机的表现、危机的后果,然后从“人”的视角分析教育现代性危机的根源。教育现代性危机主要表现为教育的麦当劳化:追求效率、追求量化、追求确定性以及追求可控制性。教育的现代性危机带来现代教育价值的断裂:教育失真、失善、失美。通过分析,本文认为教育现代性危机的根源在于“人”的观念危机,“理性人”观念是现代教育危机的深层根源所在。第二章:单向度“理性人”观念及其教育哲学上的批判。这一章节主要阐述了“理性人”观念及其教育思想的历史发展脉络,然后分析了西方教育哲学对“理性人”观念的批判以及趋向“人”的整体性观念的努力及其最终命运。“理性人”观念发展具有一个漫长的历史过程,到现代蜕变为工具理性人。现代教育陷入到工具理性主义危机。面对危机,西方教育哲学流派从不同角度对现代教育中“理性人”观念进行了批判,为摆脱被抽象化、工具化,追求人的完整性和具体性作出了努力的尝试,由于其自身存在的理论缺陷,因而不太可能带来学校教育理论和实践的全然更新,甚至带来教育改革的盲目。第三章:批判的批判:实践论视阈下的“整体人”观念。这一章主要从马克思主义实践论出发,对“人”的整体性观念建构重新进行探索。人学范式在人的认识活动中起着根本性的作用,“人”的整体性观念的建构,关键在于人学范式的变换,也就是从本体论人学范式到实践论人学范式。人学范式转变的根本在于思维方式的转变。马克思主义实践论思维方式以“人”的方式还人以人的本来面目,实现了对人的整体性认识。第四章:“整体人”观念下教育内涵的阐释。这一章从人的实践性出发,阐述在“人”的整体性观念视野下,对教育的内涵理解在视角上的变化。它带来了教育内涵的重新阐释,即意味着从工具到意义、从实体到关系、从塑造人到生成人的转变。把教育理解成“在人的本质关系中促进人的自我发展与自我完善的交往实践活动”,我们认为符合人的本真,也是教育本真价值的体现。第五章:“整体人”观念下教育特性的重新阐释。我们立足于“整体人”观念,从人的因素分析了教育表现出非连续性、非确定性、情境性、创造性和生成性的特征。这样的理解也是相对的,因为我们不能排除教育规律性和可控制性的一面。第六章:“整体人”观念下教育的发展路向。这一章从人的实践性出发,阐述在“人”的整体性观念视野下,教育的实践发展的合理路向。人的实践生成是生命的生成,是在生活之场域中的生成,是在交往中的生成,而且贯穿于人的生命的始终的过程,关怀生命、回归生活、趋向交往、走向终身教育和学习化社会是对“人”的整体性观念重新建构之后现代教育的必然发展路向选择。
[Abstract]:The crisis of modernity in education is the embodiment of the modern crisis in the field of education. Facing the crisis of modern education, reform has been carried out all the time. However, various kinds of educational reforms have not achieved satisfactory results. The disadvantages of modern education have not been greatly improved with the progress of educational reform. In terms of educational methods or educational contents, educational organization or educational model, it is difficult to achieve satisfactory results. Where is the deep reason for the problem of modern education? In the face of the predicament of modern education, the "Archimedes point" of educational transformation must be found. Education begins with the understanding and grasp of people. The problem of human learning is deeply rooted in the theory and practice of education, which affects the fundamental problem of the idea of education and the behavior of education. It is also the core issue that affects the construction and development of educational theory. The "Jungle" questions in contemporary education can be attributed to the views of the people in education. Therefore, when looking for the reasons for the predicament of modern education and exploring the way out for reform, we rightly put the angle of view on the problem of human learning in education, that is, people's understanding and grasp of themselves. We are not limited to the surface problems such as curriculum, teachers, and management, but from this deep problem, To find the root of the crisis of modernity in education, and to explore the direction of the development of Education under the view of "the whole man" by rebuilding the holistic concept of "man", and to try to provide a new idea for the reform of modern education in thought.
Based on the above research purposes and research ideas, the overall framework of the thesis is as follows:
Introduction: the concept of "man": the logical starting point of the exploration of educational theory and practice. First, it answers the question of the basic premise of this thesis: why should education be aware of people? Why should the concept of "man" be regarded as the logical starting point for the exploration of educational theory and practice? And theoretical basis and research methods.
Chapter one: the crisis of modernity in education and the crisis of "man". This chapter mainly expounds the manifestation of the crisis of modernity in education, the consequences of the crisis, and then analyzes the root of the crisis of modernity in education from the perspective of "human". The crisis of education modernity is mainly manifested in the work of education, namely, the pursuit of efficiency, the pursuit of quantification and the pursuit of certainty. The modernity crisis of education brings the fracture of modern education value: Education distortion, loss of good, loss of beauty. Through analysis, this paper holds that the root of the crisis of education modernity lies in the "human" concept crisis, and the concept of "rational man" is the deep root of the modern education crisis.
The second chapter: the one direction "rational man" concept and the criticism of its educational philosophy. This chapter mainly expounds the historical development of "rational man" concept and its educational thought, and then analyzes the criticism of the western educational philosophy on the "rational man" concept and the efforts to trend the holistic concept of "man" and its ultimate destiny. The development of the concept of sex has a long historical process, to the modern transformation into instrumental rationality. Modern education has fallen into the crisis of instrumental rationalism. Facing the crisis, western educational philosophy schools criticize the concept of "rational man" in modern education from different angles, in order to be abstracted, instrumentalism, and pursuit of human integrity. As a result of the theoretical defects of its own existence, it is unlikely that the theory and practice of school education will be completely updated and even the educational reform is blind.
The third chapter: critical Criticism: the concept of "holistic man" from the perspective of practice. This chapter, starting from Marx's theory of practice, reexplores the construction of the holistic concept of man. The paradigm of human learning plays a fundamental role in human cognitive activities, and the key to the construction of the holistic concept of "man" lies in the paradigm of human learning. Transformation is from the ontological paradigm to the practice of human learning. The fundamental of the transformation of the paradigm of human learning lies in the transformation of the way of thinking. The way of thinking of Marx's practice is to realize the holistic understanding of the human being in the way of man.
The fourth chapter is the interpretation of the connotation of Education under the concept of "the whole man". This chapter, starting with the practice of human beings, expounds the changes in the understanding of the connotation of education in the perspective of the holistic concept of man, which brings about the reinterpretation of the connotation of education, that is, from tools to meaning, from entity to relationship, from shaping man to adult. Transformation. To understand education as "the communicative practice of promoting human self development and self perfection in the essential relationship of human beings", we believe that the true truth of human beings is the embodiment of the true value of education.
The fifth chapter is the reinterpretation of the educational characteristics under the concept of "the whole man". Based on the concept of "the whole person", we analyze the characteristics of education showing discontinuity, uncertainty, situation, creativity and generative nature from human factors. This understanding is also relative, because we can not exclude the regularity and controllability of education.
The sixth chapter is the direction of the development of Education under the concept of "the whole man". From the practice of man, this chapter expounds the rational way of the development of education in the view of the holistic concept of man, the generation of human practice is the generation of life, the generation in the field of life, the generation of the communication and the life of people. The whole process, caring for life, returning to life, tending to communication, moving towards lifelong education and learning society is the inevitable choice for the development of modern education after the reconstruction of the holistic concept of "man".

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40

【引证文献】